ࡱ> CEBo bjbj .(ڗzfڗzf  &&&&$J<&Y$Paaa#######$&_)b#aaaaa#$a #a#:","@pǮsk." #)$0Y$".)4)"")#0aaaaaaa##.aaaY$aaaa)aaaaaaaaa X : Week 3: Solar Energy Objective: Students will gain a better understanding of how photovoltaic cells function, and how solar panels are placed for maximum efficiency. They will understand the theories behind passive solar heating and cooling. Students will then learn about economics of solar energy, and be shown a local example of solar energy in their community. Time: 20 minutes Materials: Small solar panels, alligator clips, protractors, light source, multimeters, pencil and paper. Procedure: Deliver the slides presentation linked with this lesson plan. End by asking the students for potential reasons why it might be important to switch some traditional energy systems to solar energy. Reexplain to students how appropriate placement of solar panels is important for producing the most energy efficiently. Split students into groups (equal to the number of solar panels available) and have them discuss solar panel placement. Ask the groups what they think is the best angle for energy production. Have them record their predictions and have them craft a hypothesis justifying their prediction. Distribute the materials to the groups, making sure each group has one solar panel, one multimeter, one protractor, two sets of alligator clips, and pencil and paper. Have the students attach the clamps on the solar panels to the leads on the multimeter and set the multimeter to DC current. Have one person from the group hold the light source a few inches above the table, while another person holds the solar panel 6 inches away from the light source at a 90 degree angle. Position the protractor next to the solar panel, also perpendicular to the table. Tilt the solar panel at 10 degree increments from 90 to 180 degrees and have the students record the values from the multimeter on a table (see below). Solar Panel AngleVoltage90100110120130140150160170180 Ask the students what trends they notice in the relationship between solar panel angle and voltage. What angle produces the highest voltage? What angle produces the lowest voltage? Why? Using this information, ask students to revisit their hypotheses. Did the results reflect their predictions? Why or why not? Ask the students to think about installing solar panels on their own homes. At what angle would they install the solar panel (keeping in mind that the sun travels across the sky during the day, what angle receives the most sunlight in total per day).  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